CASDW Award for Best Dissertation

Joan Pavelich CASDW Annual Award for the Best Dissertation in Writing and Discourse Studies

This year’s CASDW Award for Best Dissertation goes to Matthew Falconer of Carleton University. Matthew’s impressive and timely study, “Providing Science Advice: An Ethnography of the Council of Canadian Academies Boundary Work of Reconceptualizing Expert-Produced Scientific Knowledge for Canadian Government Policy-Makers,” examines how science discourse becomes recontextualized for policy analysts.

Matthew’s study offers a cogent analysis of the communicative dynamics, strategies, and tools deployed by the Council of Canadian Academies’ as they translate knowledge from scientific experts into science-based reports for policy-makers. His study followed this collaborative process focusing on how the Academies culture shaped participants’ boundary work as they developed a series of intermediary texts towards the final report. The study produced significant empirical data through a number of interviews with participants and substantive textual analyses.

Falconer’s study contributes to a growing, current body of work of interest to writing specialists for its implications for those working at the policy/science interface and for scholarship related to recontextualizations of science research for non-specialist audiences. It is an important contribution to how we theorize transactional discourse across genre boundaries and to rhetorical studies of collaborative communication in the broader context of discourse and society.

Honourable Mention 

Congratulations also go to Chloe Fogarty-Bourget for her dissertation project, “Facilitating Student Engagement in Undergraduate Mathematics’ Lectures,” Education, Carleton University. Fogarty-Bourget’s study offers a sound, complex theoretical framework for her analysis of chalk talk as a socially situated genre in the teaching of university mathematics. Using social interaction theory in conjunction with aspects of comprehension theory, pragmatics, and genre theory, she examines how classroom context influences student engagement and how instructors adopt multi-modal strategies to enhance student engagement. Her study especially contributes to student engagement studies in English for Specific Purposes pedagogy, and shows how institutional pressures can hinder student engagement. Her study has implications for ESP policy and ESP pedagogical change.

CASDW/ACR Awards Ceremony and Annual General Meeting Agenda


DATE: Monday, June 1, 2020

TIME: 8:00 am PT; 9 am MT; 10 am CT; 11 am ET; 12 pm AT; 12:30 pm NT

DURATION: 2 hours

The meeting will take place on Zoom:

Meeting ID: 881 6015 5845

Password: 4Gfxce

Meeting Agenda 

  1. Welcome & Awards Presentations (President)
    1. Best Dissertation Awards Committee
    2. Best Article/Chapter Awards Committee
  2. Approval of the minutes from the 2019 AGM
  3. Executive Reports from the following members and subcommittee representatives:
    1. President
    2. Vice-President’s and Conference Chair
    3. Treasurer
    4. Communications Officer
    5. Membership
    6. Graduate student
    7. Nominating and awards committee
    8. Canadian Journal for Studies in Discourse and Writing/Redactologie
  4. Nominations and elections for the following positions:
      1. Vice-President & Conference Chair
      2. Editors for the Canadian Journal for Studies in Discourse and Writing/Redactologie
      3. Secretary
      4. Communications officer
      5. Graduate student representative
  5. (Re)naming the Best article/chapter award to honour Doreen Starke-Meyerring
  6. Update on Statement on Writing Centres
  7. Fostering inclusion and outreach: connecting with indigenous, francophone, and diverse communities.
  8. New business




Call for Submissions: Special Edition of WLN: A Journal of Writing Center Scholarship

Special Edition of WLN: A Journal of Writing Center Scholarship

Stories and Reflections on the Impact of Covid-19 on Writing Center Work
The editors of WLN would like to create a space to gather and record your reflections and impressions on how Covid-19 has impacted your writing centers. They are certain that writing center professionals will want to reflect upon, learn from, and understand how we experienced this moment and its impact on our services, users, and our futures. They also know that writing centers will prevail and in some situations emerge stronger with renewed clarity of purpose or strengthened value to the campus community.  For this special issue, then, they are interested in capturing your reflections on any potential positive outcomes that have or may emerge from the impact of Covid-19 plus new solutions, approaches, and/or strategies that have worked for you.

They are inviting short submissions of 500-750 words from directors, tutors, and even frequent writing center users. Please submit them through the WLN website by August 1, 2020, and choose OTHER as the type of submission.

Here are some possible prompts:

  • How has your care for tutors and writers changed since COVID 19 emerged? What long-term effects of this care do you predict will last in your writing center?
  • What new methods, processes, or tools have you adopted that you would not have if COVID 19 did not occur? How has this changed the way your writing center now operates? How does this change impact the ways you will offer tutoring in the future?
  • What is the best outcome you have experienced from COVID 19? How has this changed you, your center, your tutors?
  • How has COVID 19 changed the way you educate tutors? Will these changes be temporary or long-term pedagogical shifts?
  • How has COVID 19, or thinking in terms of infection control procedures more generally, impacted your relationship to the physical space of your writing center?
  • When your writing center returns to its physical space, what will you change, add, or revise after experiencing being online as the only way to interact with writers? For example, will you add or continue to have online accessibility?
    • What has been your experience with online technology, and what would you recommend and why?
    • What tutoring adaptations have you and your tutors made when tutoring online? Why?
  • For writing center users: how has your experience with the writing center been enhanced through online interaction? Or how has the writing center helped you through the shift to online learning as a consequence of Covid-19?
  • If you have tested or used multiple platforms, such as Zoom, GoToMeeting, Skype, FaceTime, etc., what are the various advantages and/or disadvantages?












Forthcoming Title in Inkshed: Writing Studies in Canada Series

Inkshed Publications has joined with Parlor Press to publish future Inkshed books as part of a book series called Inkshed: Writing Studies in Canada. Information about this series and how to propose a book can be found here.

The first book in the series was Cross-Border Networks in Writing Studies by Derek Mueller, Andrea Williams, Louise Wetherbee Phelps, and Jennifer Clary-Lemon (2017), an examination of how writing studies scholarship has developed over the past several decades.

In the next few months, Inkshed Publications will publish the second book in the series: Uptake, Memory, and Genre: The Discursive Career and Social Effects of the “Housing First” Approach to Homelessness in Canada by Diana Wegner (2020).

Inkshed Publications has money to support the publication of several more books, so if you have an idea for a monograph, edited collection, or some other form of scholarly publication, please contact the publishers of Inkshed Publications, Heather Graves and Roger Graves.